Chinese Preschool Teachers’ Implementation of Practices to Support Young Children’s Social-Emotional Competence-Reference-Cited by-同舟云学术

Chinese Preschool Teachers’ Implementation of Practices to Support Young Children’s Social-Emotional Competence

Published:2020-11-22 Issue:8 Volume:32 Page:1083-1102
ISSN:1040-9289
Container-title:Early Education and Development
language:en
Short-container-title:Early Education and Development

Author:

Luo Li¹,Snyder Patricia²,Huggins-Manley Anne Corinne³,Conroy Maureen²,Hong Xiumin⁴

Affiliation:

1. College of Preschool Education, Capital Normal University

2. School of Special Education, School Psychology, and Early Childhood Studies and Anita Zucker Center for Excellence in Early Childhood Studies, University of Florida

3. School of Human Development and Organizational Studies in Education, University of Florida

4. Faculty of Education, Beijing Normal University

Funder

Humanity and Social Science Youth Foundation of the Ministry of Education of China

Publisher

Informa UK Limited

Subject

Developmental and Educational Psychology,Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/10409289.2020.1841594

Reference87 articles.

1. Effects of Training and Feedback on Teachers’ Use of Classroom Preventive Practices

2. Data Quality in HIV/AIDS Web-Based Surveys

3. Assessing Teachers’ Beliefs About Social and Emotional Learning

4. Bridgeland, J., Bruce, M. & Hariharan, M. (2013). The missing piece: A national survey on how social and emotional learning can empower children and transform schools. Civic Enterprises. https://files.eric.ed.gov/fulltext/ED558068.pdf

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